College Faculty Study Team-Based Learning

Published on 03 August 2015

In the first study of its kind, St. Louis College of Pharmacy faculty members looked to evaluate the faculty perception of team-based learning (TBL) compared to traditional lectures. Previous qualitative research determined faculty enjoyed TBL due to increased student interaction, but noted increased design time for class. Perceived workload was not specifically measured. To determine faculty perception of workload and student involvement before and after implementing TBL in a self-care course researchers compared previous experience with traditional lecture over multiple semesters.

TBL was implemented in the self-care course and continued for an additional three consecutive semesters. Faculty members’ perception of TBL was captured using an anonymous survey. Twenty-eight responses (100% response rate) were collected from faculty who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty taught in the course.

  • 100% of respondents who taught ≥3 semesters (n=11) felt TBL student participation either slightly or dramatically increased compared to traditional lecture
  • 77% reported TBL increased workload over the initial two semesters, but only 35% reported increased workload after three semesters
  • 26% of respondents reported increased workload after one semester of TBL, while 63% reported no change or a decline in workload

The research was first presented at the 2015 American Academy of Colleges of Pharmacy Annual Meeting. Contributing to the research were College faculty members: Golden L. Peters, Pharm.D., BCPS; Clark Kebodeaux, Pharm.D., BCACP; Paul M. Stranges, Pharm.D., BCPS, BCACP; Jamie L. Shelly, Pharm.D.; Nicole M. Gattas, Pharm.D., BCPS; Peter Hurd, Ph.D.; Scott Martin Vouri, Pharm.D., BCPS, CGP.

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